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Comparing Effects of Different Goal Type Orders on Collaborative Simulation-Based Inquiry in Engineering Problem Solving: A Process Modelling Approach
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Yanyan Sun; Chengjun Feng; Di Peng; Bian Wu – Journal of Computer Assisted Learning, 2024
Background: Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature. Objectives: To understand their relationships, this study compared the effects of…
Descriptors: Goal Orientation, Active Learning, Inquiry, Engineering Education
Integrating Peer Assessment Cycle into ChatGPT for STEM Education: A Randomised Controlled Trial on Knowledge, Skills, and Attitudes Enhancement
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Ting-Ting Wu; Hsin-Yu Lee; Pei-Hua Chen; Chia-Ju Lin; Yueh-Min Huang – Journal of Computer Assisted Learning, 2025
Background: Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking. Objectives: This study introduces PA-GPT,…
Descriptors: Peer Evaluation, Artificial Intelligence, Natural Language Processing, Technology Uses in Education
Inquiry-Based Learning and Retrospective Action: Problematizing Student Work in a Computer-Supported Learning Environment
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Xenofontos, Nikoletta A.; Hovardas, Tasos; Zacharia, Zacharias C.; Jong, Ton – Journal of Computer Assisted Learning, 2020
We examined student performance in a computer-supported learning environment after students undertook, among others, a graphing task within an inquiry context. Students were assigned in two conditions: (a) Students were given one variable, and they had to select the second one to construct their graph; (b) students were given four variables, and…
Descriptors: Active Learning, Inquiry, Computer Uses in Education, Graphs
Self-Concept but Not Prior Knowledge Moderates Effects of Different Implementations of Computer-Assisted Inquiry Learning Activities on Students' Learning
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Richter, Juliane; Lachner, Andreas; Jacob, Leonie; Bilgenroth, Friederike; Scheiter, Katharina – Journal of Computer Assisted Learning, 2022
Background: Engaging students in computer-assisted guided inquiry learning has great potential to scaffold their scientific understanding: Students are expected to improve their scientific problem-solving skills, and at the same time gain a deep conceptual understanding of the subject-matter. Additional generative activities such as creating video…
Descriptors: Self Concept, Problem Solving, Video Technology, Computer Assisted Instruction
An Analysis of Collaborative Problem-Solving Activities Mediated by Individual-Based and Collaborative Computer Simulations
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Chang, C.-J.; Chang, M.-H.; Liu, C.-C.; Chiu, B.-C.; Fan Chiang, S.-H.; Wen, C.-T.; Hwang, F.-K.; Chao, P.-Y.; Chen, Y.-L.; Chai, C.-S. – Journal of Computer Assisted Learning, 2017
Researchers have indicated that the collaborative problem-solving space afforded by the collaborative systems significantly impact the problem-solving process. However, recent investigations into collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results…
Descriptors: Cooperative Learning, Problem Solving, Questionnaires, Feedback (Response)
Enhancing Middle School Students' Scientific Learning and Motivation through Agent-Based Learning
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Chen, C.-H.; Chou, M.-H. – Journal of Computer Assisted Learning, 2015
Facing students' decreasing motivation to pursue scientific study, schools and educators need to coordinate new technologies with pedagogical agents to effectively sustain or promote students' scientific learning and motivation to learn. Although the provision of pedagogical agents in student learning has been studied previously, it is not clear…
Descriptors: Middle School Students, Learning, Student Motivation, Science Instruction